There are numerous benefits to this model. In 2013, Brance C. Barker* conducting a study of UMS schools and found several key findings from both teachers and parents.
THIS MODELS PROVIDES MORE TIME FOR FAMILIES TO INFLUENCE THEIR CHILDREN.
Students of elementary age through high school attend classes the way most college students do. At Cornerstone Prep, elementary students are on campus two days a week and secondary students three days. The off campus days students complete assigned work at home under parental supervision.
Families love the flexibility this model allows them. “Cornerstone also works for us because of the family time we get! Sunday night is 'game night', Monday night is 'neighborhood play date night', Tuesday night is 'Lego night', Wednesday night is 'bake night',Thursday night is 'puzzle night', Friday night is 'popcorn and movie night', and Saturday we get to spend the whole day hiking! We would never be able to have this much fun in a traditional school!” shared Phil and Jennifer and Ramsey, Cornerstone parents.
THIS MODEL HELPS STUDENTS LEARN TIME MANAGEMENT SKILLS AND BECOME INDEPENDENT LEARNERS.
Even with the limit classroom time, our students’ consistently score high on standardized tests. Our graduates are well prepared to succeed in college. Between their teachers and parents, Cornerstone Prep students are trained through the years to become independent learners.
Hannah Price, Class of 2015, shared, “Cornerstone has taught me how to accomplish things on my own and be more independent. I was able to manage my time and prioritize things in a way that works best for me. I have become a stronger Christian with the encouragement of teachers and the fellowship of friends. I'm so proud I'll be able to say I graduated from this school.”
THIS MODEL INVOLVES PARENTS IN THEIR CHILD’S EDUCATION ALL THE WAY THROUGH HIGH SCHOOL.
In the course catalog, Cornerstone Prep list a parent role for every course offered at the school. These parent roles vary from co-instructor in the early elementary years to guide for independent study in the junior/senior years. However, each year the parent’s role is vital, expected, and explained.
Courses that use a co-instructor role are primarily in the elementary area, Language Arts in particular.
Language Arts often encompasses more study time than any other subject in the elementary grades, and as a result, responsibilities are often divided between the classroom teacher and the parent-teacher. For example, the responsibility for spelling review may be turned over completely to the parent. The classroom teacher simply provides the list and handles the testing for purposes of accountability. Little or no central classroom time is used to review spelling since it can be done more effectively one-on-one at home.
Guide for Independent Study – 11th/12th
Students in the 11th-12th grades study independently, as required in post-secondary education programs. Parents should be available to assist as needed with organization, accountability, and spiritual guidance. In some courses, the student may need a tutor to help with home assignments if the parent is unable to review the material. Although the parental role changes as the student matures, parental involvement is still expected by teachers in these final years of high school.
Next week, we will look at three more reasons this model is so effective for families and students